What is our responsibility as educators, parents, students, and citizens to assure that all children, young people, as well as all of the people with whom we intersect, be responsible digital citizens? It is everyone's responsibility, including the young adults themselves, to learn what it means to be a good cybercitizen. This learning needs to continue at home, school, and community into the "eco-system' if shared responsibly. Critical thinking about what is outgoing and what is incoming. Not just national
Is citizenship more urgent than seems? Many panel members seem to think it was. Disney Online Safety: Use this site for L. tchrs maybe! Irritating there are so many ads at the top! right of citizens; focus more on the rights of children. "Any school that is blocking media is denying them their rights. Responsibilities and Rights of both students and adults.
Guided curriculum 1-12 is needed. http://www.awesomelibrary.org/: Fabulous resource- give to T., E., & W. for next year
On September 24, 2009, Dr. Henry Jenkins, author and media professor at the University of Southern California, also cautioned us against sensationalist media coverage of digital teens. He said that what he and his fellow researchers of the $50 million McArthur Digital Youth Project have seen is that “most young people are trying to make the right choices in a world that most of us don’t fully understand yet, a world where they can’t get good advice from the adults around them, where they are moving into new activities that were not part of the life of their parents growing up – very capable young people who are doing responsible things, taking advantage of the technologies that are around them.” Youth Safety on a Living Internet: Report of the Online Safety and Technology Working Group, June 4 2010, Pg. 2 Special Speakers
Renee Hobbs is who wrote the Copyright Clarity book! Frank Gallagher: Cable in the Classroom:What is Digital Citizenship? How bring it 'to scale?' Find common ground
Need to know more about what kids say and think and do online. Examine pro-social and anti-social behaviors. Funny to think of TV as technology! "Critical Viewing Project" What are the rules, how do you communicate them? Teach K-12; not just no! But how do you engage? How do you create? Visionary,safe, effective use of technology?
Safety and s
Digital Literacy
Behavioral Aspects
Mike Ribble: Not just technology in the classroom but throughout society. Digital Citizenship in Schools What does it mean to be a citizen using technology?
Anne Collier:Rights and Responsibilities of citizens. It is the killer app of online safety.Don't over complicate it! Bring young people into the discussion. It is respectful, empowering, and collective, learning how to treat people kindly, Only one way to truly combat bullying; good, cooporative, defend, stand up for someone who is right
Children as stakeholders in making the Internet a better place.
Chuck Saylors: National PTA: Necessity of getting parents involved. Hone down the message to something that is easy to deliver. Parent= any adult in the child's life!!!
Linda Burch: Common Sense Media: Educating parents in schools; originally very fearful and how parents talk to kids; shift from content to positive potential, creativity, collaboration. Rights and responsibilities: balance; global, rights of the individual responsibliities to eachother, language of empowerent and action; 5 tension areas for teens: Discussed by Howard Gardner: privacy, self expression, community participation, respecting creative work
Authentic learning: use the tool to learn about the tool
Digitally literate and ethically ready to participate in the world public awareness and real policies and real transfer into the 'real world' so every 8th grader has this before they leave school
Biggest stumbling blocks to getting every 8th grader taught to be an ethical cybercitizen;
how are we going to fit it into the classroom? When and where? Put things into hands of tchrs to try it. evaluage after a year; helping adults to see digital citizenship is imperative not just important! Should be flexible and maliable ; International: Egypt, Argentina, Mexico, Brazil: multi skill set proposition! Bring young people into the discussion!
2013: maybe moving slower than like but gathered a lot of information; not just focus on tech- how are we a good citizen and thn put the inowedge into that piece. Taught about commuity state and then country; Internet is too vrticle" yot break between what is sad and what is meant
Try many things, embrace new ideas; more global conversation;
Module 5: Assignment Answers:
Use Andrew Churches Educational Origami Wiki for AUP and technology.
"Consequently, it is critical that students develop good critical thinking skills so they can make informed choices about the information they find." Linda Introduction page of Module 5
I've never heard of a Boolean Operator!!!
I COMPLETELY AGREE WITH THIS!!!
"While blocking student access to some sites is a route that many/most school districts have taken, it’s safe to assume that our current students will have access to the Internet 24 hours a day, seven days a week from a small, fast, very inexpensive gadget they carry in their pocket. Blocking students in school, then, can be a very short term method to attempt to keep students safe. If our students are going to become ethical and safe users of emerging technologies we need to teach our students to assess the websites they access for validity." LINDA- INTRO. MODULE 5 PAGE
How can you be sure the information you and your students find represents factual information?
Use every one of the Literacy Resources on the November Learning Website!!! Check websites I use for accuracy, authority, and authenticity! A new AAA!!!!
How can you find sites that will hold your students’ attention long enough for them to gather the information they need?
Good question! Use sites that are about information they care about, i.e. food, music, clothing, gossip, etc.
How can you better integrate higher order thinking skills into your curriculum that will help students be better users of the Internet?
Use critical thinking skills to evaluate web sites and pages to see if they are Credible, Reliable, and Supportive. Accuracy, Authority, and Authenticity!
Use sample passages to test for plagiarism.
Videos:
As you view these videos consider how you will approach these two topics (evaluating web resources and plagiarism) with your students. How do you teach these two concepts now? Evaluating Websites: Dale Carroll, Kirk Library Centralia College Information Service Librarian:Remind students web is unregulated: use C.R.A.P. Test:C=Currency: how recent info? Look at bottom of page for most recent update, a lot of dead links, info. out of date then move on. Reliability: kind of info. included? One sided, bias, references or sources? Check out http://www.martinlutherking.org/ as an example for CRAP test; R=Reliability: What type of domain does the info come from? Gov= look for .gov or .mil; Educational look for .edu, Nonprofit organizations look for .org (not restricted to nonprofits)probably don't use; Commercial sites look for .com; Usually network providers = .net; Watch out for the tilde ~ Limit your domain! Site:.domain"your search terms in quotes" Example site:.edu"global warming"A= Authority: who is the creator or author? Look them up on Google! What are the credentials? Look at their names etc. at the bottom of the page;Who is the publisher? Are they reputable? What is the publisher's interest (if any) in this information? ; Are there advertisements on the website? Click on them and see what they say, you can get more information about them from the advertisements. P=Purpose/Point of View Is the info fact or fiction? Is it biased? Is the creator/author trying to sell you something? Is it a commercial site? Who is the intended audience? Conclusion: Take time to check out the information you find on the web! If you use the web for research, you need to apply critical thinking skills to establish the validity of the information used in your paper. Just because it is quick- look at it!
Evaluating Information Sources with the CRAP Model: Alden Library Tutorial Series Presents: Evaluating Resources: Think about citing info. off of a bathroom wall! No! So don't use if for your research either? Currency: How recent is the information? How recently has the website been updated? Is it current enough for your topic? If the topic doesn't change much, then maybe okay if older but not if the topic is new? Reliability: Ask: What kind of information is included in the resource? Is content of the resource primarily opinion? Is it balanced? Does the creator provide references or sources for the data? Authority: Ask: Who is the creator or author? What are their credentials? Who is the publisher or sponsor? Are they reputable? What is the publisher's interest (if any) in this information? Are there advertisements on the website? Peer Reviewed and academic institutions are good. Purpose/Point of View: Ask: Is this fact or opinion? Is it biased? Is the creator or author trying to sell you something?
Internet Skills 1: How to Evaluate a Website Video (animated): CAPOW: C= Currency; A= Authority; P= Purpose; O=Objectivity; W= Writing Style
A Quick Guide to Plagiarism Video: Literary theft. Plagiarism occurs when a writer duplicates another writer's language or ideas and then calls the work his or her own. Types: The Denny's Sampler: The writer tries to disguise plagiarism by copying from several different sources, tweaking the sentences to make them fit together while retaining most of the original phrasing. The Ghost Writer: The writer turns in another's work, word-for-word, as his or her own. The Photocopy: The writer copies significant portions of text straight from a single source, without alteration. The Remix: Although the writer has retained the essential content of the source, he or she has altered the paper's appearance slightly by changing key words and phrases. The Customer: buys writing from someone else. The Misinformer: The writer provides inaccurate information regarding the sources, making it impossible to find them. All of the following are considered plagiarism: Turning in someone's work as your own. Failing to put a quotation in quotation marks. Copying words or ideas from someone else without giving credit. Giving incorrect information about the source of a quotation. Changing words but copying the sentence structure of a source without giving credit. Possible Consequences: Fail the class; Suspension; Expulsion; It also goes on your permanent record where it can be seen by potential employers. Questions: Check MLA Handbook or ask a teacher!
Plagiarism Don't Do It - Help Children Avoid Plagiarism Video: Common Knowledge: info. that can be found in a lot of places by a lot of people are not plagiarism. To avoid plagiarism, you need to: not take info directly from the paragraph. Change some info slightly but it still contained original ideas and phrases from the article. No credit was given to the original source. Not only text!! You have to credit everything! I.e. statistical data, charts, tables, graphics, people's opinions, any other information that is not common knowledge. Fail the assignment; Fail the class; Get expelled from school. Lose degrees and honors. Get fired from a job. Get sued. Ruin your credibility. Procrastination is a huge factor in plagiarism!!!Unintentional plagiarism: forget or fail to cite a source. Teach: Plan their assignments carefully. Get started right away. Create an outline for their paper. Take good notes. Put quotes around anything that is directly taken from another source. Mark paraphrases so they don't get them confused with their own ideas. Credit all of their sources. Citing a Source: Recognize the source of the information. To avoid having to look things up again, encourage kids to incllude the following information when they take notes. They'll need this info when they cite a source anyway. - author; -title of the work; -name and location of the publisher;-publication date; - pages where you found the information;- web address to the online source;-date you accessed the online source. Avoid plagiarism by citing things such as: other people's ideas, opinions, or theories; anything that is not common knowledge, including facts or statistics of any kind, someone else's written or spoken words including interviews, paraphrasing of another person's spoken or written words, someone else's work that's referenced to support your ideas. Use internal footnotes for citing then footnotes at the end of the paper. Paraphrasing: Any word you have to look up in a thesaurus is not paraphrasing! Changing a word or phrase or two is not paraphrasing. If the idea isn't yours, give credit for it!!!! Turn it in or (Write Check before you turn it in)! Best Ways to Avoid! Planning, Proper Note-taking and Citing in their writing! , and Real-life Examples: Create a Lesson Plan About Plagiarism: Conduct an Entire Class on Citations: Assign a Research Paper!
What have you learned or found in this module that will help you as you teach these concepts to your students? This is great information!! I need to practice a lot with these different types of domain searches and web site tests to really get it in my head!
Which of the above resources have been the most helpful for you?
November Learning!!!!! The videos were quite helpful. The cartoon one was irritating, but I liked the word CAPOW instead of CRAP to use with the kids.
C.A.P.O.W. and C.R.A.P. tests
To find website ownership: http://www.easywhois.com (enter the domain of the site you would like to research)
To find out the history of a Website: http://www.archive.org The Wayback Machine allows browsing through 30 billion web pages archived from 1996 to a few months ago. Enter the URL of a site or page and click the Take Me Back button.
Clues that you are on a personal web site: ~ or the % sign or a personal name "jdoe" or the word "user" after the domain name and the first "/"
At what age should be begin to teach these concepts to students?
Kindergarten!!!!! Every grade level should have information and practice skills.
Module 4: Assignment Answers
Reading: "Stop, Block, and Report!" Make as a poster and handout for class. Show "Smartphone Pictures Pose Privacy Risks" Show how to get safe settings off to all students. Have them practice in class!
www.cyberbullying Fact Sheet:
disciplinary climate - the "extent to which students internalize the norms and values of the school, and conform to them" reduced the frequency of bullying among youth.
One of our recent studies found that students who experienced cyberbullying (both those who were victims and those who admitted to cyberbullying others) perceived a poorer climate at their school than those who had not experienced cyberbullying. Youth were asked whether they 'enjoy going to school,' 'feel safe at school,' 'feel that teachers at their school really try to hel them succeed,' and 'feel that teachers at their school care about them.' Those who admitted to cyberbullying others or who were the target of cyberbullying were less likely to agree with those statements.
Overall, it is critical for educators to develop and promote a safe and respectful school climate, A positive on-campus environment will go a long way in reducing the frequency of many problematic behaviors at school, including bullying and harassment. In this setting, teachers must demonstrate emotional support, a warm and caring atmosphere, a strong focus on academics and learning, and a fostering of healthy self-esteem. Additionally, it is crucial that the school seeks to create and promote an atmosphere where certain conduct not tolerated --by students and staff alike. In schools with healthy climates, students know what is appropriate and what is not."
What Can You Do? 1. Develop a relationship with an adult they trust so they can talk about any experiences they have online or off that make them upset or uncomfortable. 2. If possible, teens should ignore minor teasing or name calling, and not respond to the bully as that might simply make the problem continue,
3. Keep all evidence of cyber-bullying to show an adult who can help with the situation. If targets of cyber-bullying are able to keep a log or a journal of the dates and times and instances of the online harassment, that can also help prove what was going on and who started it.
4. Overall, youth should go online with their parents - show them what web sites they use, and why.
At the same time, they need to be responsible when interacting with others on the Internet. 1. They should not say anything to anyone online that they would not say to them in person with their parents in the room. 2. Youth ought to take advantage of the privacy settings within Facebook and other websites, and the social software (instant messaging, email, and chat programs) that they use - they are there to help reduce the chances of victimization. Users can adjust the settings to restrict and monitor who can contact them and who can read their online content. (All of the above is from the Cyberbullying Factsheet. Check about printing into handouts for next yr. and then make a quick powerpoint to emphasize.)
Discuss bystanders role.
Consider bringing in some law enforcement officers to talk about legal issues involved in cyberbullying.
www.cyberbullying.us
Use Stop Cyberbullying Website: Four Types of Bully
"Once you put something online, you lose control of it!" This is key!!!!!!! Netsmartz videos: I use the "Tracking Teresa" video! It is a wonderful resource!
Show: "Your Photo Fate";Use all of these! http://origin.www.netsmartz.org/RealLifeStories
How to Avoid Cyberbullying:
Peer pressure is a driving force when we are young. Although we may not be the ones who start rumors, we may help them along by sharing in on gossip or forwarding an insulting email. Cyber bullying is completely avoidable. If you want cyber bullying to stop, you have to refuse to pass along cyber bullying messages. You also need to encourage your friends to do the same. Make sure that you do not have online contact with those who would start or support cyber bullying messages. Let a trusted adult know of any instances of cyber bullying so that they can do all that they can to prevent it from continuing to happen.
After reading this information and doing an online search on my own kids, I've come to the conclusion that the number one thing to keep kids safe on the Internet is for them to know what they have and are communicating about themselves to the world via the Internet! They need to know what they are sharing and if that is what they want to share. They cannot just go blindly through the maze out there! Be proactive! Granted, this is for older students, and the skills of being proactive have to be taught, but for my students, I'm going to force the issue with them - - - when I have them do the searches on themselves, they are going to have to answer some new questions! Previously the activity has been exploratory and general awareness in nature. I'm going to change its focus. Now it is going to be proactive! (Use Polly Klass questions. . . esp. future employer questions)
PREDATOR'S JOURNAL IS TERRIFYING!!! (This is on Polly Klaas Foundation Website. On Outwit the Predator's Page.)
When we were young adults and our brains were still growing, our mistakes (journeys to adulthood) were experienced and shared by those immediately involved; not so anymore! It is almost not fair that kids' choices, etc. can have such permanent effects when they are still so young! I've thought this before, but this class just reiterates it! So scary!
COMMUNICATION, COMMUNICATION, COMMUNICATION!!! I've always believed this is one of the most important things anyone can do. MAINTAIN THE RELATIONSHIP! I believe this fits for here, too! If my kids (school or my own) can know that we are in a relationship, that we can talk, that we can share, hopefully, they'll know they can talk to me, and hopefully I'll be able to help.
-USE "OUTWIT THE PREDATOR" PAGE!!!!!! REMIND THEM TO USE DIFFERENT USERNAMES!!!!
-Child Safety Kit from PollyKlaas Foundation: (Print for BTSN 2012-2013) Polly Klaas Safety Kit: What Parents Can Do Page: 1. Know what your kids do on the Internet 2. Let kids know you are going to keep an eye on their Internet use- for their Safety! (emphasis mine- reiterate w/ parents at BTSN to not hold this over their heads like a govt. watch, but for SAFETY!) 3. Blocking and monitoring software for younger kids . . . Don't just rely on it though, kids get around it with cell phones, etc. 4. Make sure kids know they can come to you for help if they get in over their heads on the Internet. Listen calmly and never react negatively when they are being honest. (emphasis mine- reiterate this pt. at BTSN)
-Kathy Schrock materials!
Blue Questions:
As you explore these resources, consider how you will teach your students about cyberbullying and what they can do to prevent it. Keep school climate as positive and supportive as possible!!!! See quote from Cyber-bullying Factsheet!
How will you reach out to students who have been victims of cyberbullying?
Individual discussions; parent involvement; peer discussions
How will you help parents to understand the implications and indications of cyberbullying for their children (both as cyberbulliers and as victims). Share literature and videos; continue support of in-school and evening parent activities and classes
Module 3: Assignment Answers
Internet Safety Skills:
From M3 Rding pg. 1:
These skills could be range from learning how to evaluate web sites for validity, protecting their identify, becoming a good cybercitizen by demonstrating responsible on-line behavior (netiquette) to managing difficult situations encountered through dialog in chat rooms, online forums and social media.
1. Developing Thoughtful “Cybercitizens” by Michael J. Berson and Ilene R. Berson Skills:
instruction on evaluating and comparing informational web sites
identifying commercial messages
protecting their identity and privacy
demonstrating responsible behavior online
managing difficult situations that might be encountered in "cyber-exchanges" such as chat rooms and discussion lists
Issues, Pbms., Risks:
exposure to information with questionable legitimacy
ideas contrary to positive behaviors
messages intended to manipulate actions or beliefs
In spict of the broad global access the Internet brings, users often lack cultural sensitivity that can foster collaboration in a global community. Young people are especially prone to misperceive the opinions of others and may therefore refrain from respectful interactions.
In order to adequately prepare children for use of the internet, developmentally appropriate approaches to cybersafety must be fully integrated into the school curriculum.
In Dec., 2000, Congress enacted the Children's Internet Protection Act (CIPA). This law requires schools seeking federal funding for technology to install a "technology protection measure" that will restrict access to material that is considered harmful for minors and to develop an Internet Safety Plan. The vast majority of education decision-makers have responded to this legislation by installing commercial filtering software.
[Check w/ Corey: I've turned off the filtering so kids can make their Film Fest documentaries. Is that okay?]
Compelling role for the social studies emerges from an awareness of our vulnerabilities due to our new reliance on technology. / word 'citizenship' takes on new dimensions when it is applied to the online world. In cyberspace, young people often perceive that they are functioning in an anonymous and lawless land where there are no consequences for actions. As a result, children have a greater tendency to experiment with behaviors that they normally would not do in person. Their public persona on the web can be more mischievous and dangerous. ie. steal a CD from store- no; from online- yes.
[Tony-idea for debate club.]
KEY!!!!!!!!
Young people may be challenged to recognize that there are real people who are affected by their online actions.
When children are equipped with the power of the Internet, they do not automatically apply ethical decision making skills to their digital activities. Young people often make artificial distinctions between the ethics of behaviors that they apply to real life incounters and analogous cyber-interactions. Developmentally, young children typically lack the capapcity to generalize these skills and become easily allured by the enticing images and sounds of cyberspace, which contribute to a fantasy-like experience.
Early experiences==== Privacy: Lessons on the basics of what is meant by private information (name, address, phone number, school, etc. ) can provide an impt. starting point for preparing elementary students for safe online experiences.
Great discussion topics: displaying information in classroom- yes; passwords by children's comp. no! Sharing in small study groups, yes- online- no! The distinctions for when we 'share' and when we do not is IMPT first steps for primary and elem. students!!!
Paraphrase for syllabus and use as theme for Tech. beginning 2012-2013 school year.
Cyberspace- lowest threshold of publication of any communication medium---Subsequently, youth can help shape social and cultural interaction in a cyber-world by building on the values of respect, responsibility, justice, and tolerance.
Use some of the lessons: Digitalcitizenship.net/uploads/GuideAct2.pdf (sent to school email) Activities for trainers and adults
Get Digiteen Code of Conduct emails from gmail acct.
"Are You a Good Cybercitizen?" USE THIS SITE!!! [BOOKMARK ON SCH. COMP.] Add this site to class project---- Use for Staff Development Day! Update handouts with current/real life situations students might encounter. Older students: bring up the situations where the parent is the one violating the rule. Give actual solutions not canned ones.
Blue questions: Think about how you teach digital citizenship in your classroom. How do you integrate this with your academic content?
-go over basic 'rules' at the beginning of the year; have posters up; then discuss and reinforce when appropriate as the year goes on and specific situations or projects arise
How does your school or district promote good digital citizenship?
Our principal goes to the individual class at the beginning of each year, and then again later on to reinforce "Venue Appropriate Behavior". We talk a lot about thinking about where you are and what you are doing. "DON'T BE A LEMMING!" is one of our sayings!
Our school also participates in the Cornerstone Project with an emphasis on the group "Expect Respect". Additionally, our counselor runs student discussion groups at lunchtime called "Cheetah Chat" (our mascot is the cheetah). These discussions are divided by gender and grade, so the 8th grade girls will meet one lunch and the 8th grade boys will meet another lunch. So every group meets every week. The kids bring their lunches in and the counselor runs a roundtable discussion on a teen topic that is current and relevant to those students. These groups are very popular and have grown steadily (they had to move into a bigger room recently) as our counselor is very talented with the "Tween" age group. She is definitely the hub. I can easily see this same scenario being a disaster with the wrong leader in place.
We also partner with the other main middle school and share resources for guest speakers, etc. For example, on Tuesday of next week we have an assembly about 'Cyberbullying Stops Now!' presented by a group that was paid for by the parents of the other middle school, but then they opened it up to us and our parents also, so we are taking advantage of their kind offer. We have provided similar assemblies for their school. It is a wonderful relationship that allows more students to receive the benefits of the information, and the students also get to see adults behaving as adults and working together. In addition, the speaker benefits because their message is heard by twice the audience and they also make twice the contacts. It is a win for all parties.
How better integrate digital citizenship into the curriculum?
Talk about it more- provide more literature to students and parents (BTSN). Discuss current and relevant topics with the students: not the canned/cheesy situations.
I think the main thing I will do in my 'nontech' classes, is what Berson and Berson discussed in their 'Cybercitizens' article about just incorporating the topic of technology, its use, abuse, and our vulnerabilities because of it into the daily social studies class discussions. As I thought about doing this while reading the article, I realized I rarely bring up the topic of technology. That it is for the most part an extra or afterthought. This really cannot be the case any longer. I'm going to incorporate more "What if" technology questions into the discussions and into hw critical thinking assignments.
How help parents teach their children to be good digital citizens?
Our principal and counselor provide parenting classes in the evening for all the students, their parents, and any extended family or guests they want to bring along. Each of the core classes in the school credits extra points to any student's grade if they attend with their parents.
Our school also sends home a weekly Parent Newsletter via the Internet with hard copies available in the classrooms and to whomever wants to request them or just pick them up from the office counter. These contain what you would expect, but then our administration also puts together a "Parenting Your Teenager" page. The school counselor and nurse also add to this page, and there are many websites and topics discussed.
What types of cyberbullying have you seen at your school?
I think we've had it all: emailing mean letters, teasing via phone texting, sending mean pictures of students to others, we had an incident of sexting involving one of our 8th graders at the beginning of this school year, we had two 8th grade boys get in a fight and then suspended because one of them used a derogatory term when referring to the other boy's girlfriend which lead to a fight on campus.
Has your staff discussed cyberbullying and how to deal with it? If so, how is cyberbullying being addressed?
We discuss cyberbulling at almost every staff meeting and/or staff development day in one way or another. We work hard to connect with the students individually, to get to know their families and to contact their families for as many positive interactions as possible, and our School Board and Home and School Clubs spend precious resources to support the many on-campus activities provided.
Does your school or district's tech plan or AUP/RUP contain information on cyberbullying and how it is to be handled?
Only what I addressed in the first module.
What can you do to prevent cyberbullying?
See above for upcoming plan. Consider how you might use the following videos and the above information to teach your students about digital citizenship.
Digital Citizenship- maybe as an opener for topic at the beginning of the year, or as a closer. But it really just lists them for some possible reinforcement. The music is what the kids will focus on, so I do not see it as very helpful overall.
Miss Manners on Digital Etiquette: Cute and clever. Probably use. A bit difficult to understand but could use that to enhance discussion.
Animoto Digital Etiquette: Probably only use for an example of 'what not to do when making informative movies'. Too fast, too loud, moves too much. Overall very weak as a tool.
Second Animoto Digital Etiquette: Again, very weak. Additionally, on this one the resources page is absolutely impossible to read. This is exactly what I do not want my students watching.
The only thing these two movies at the end do for me is give me ideas for how to improve them to use them in my class.
1. The first thing I am going to do to teach my students to follow the rules and laws pertaining to copyright and fair use is to narrow my focus and begin with two specific areas: 1. Teacher Education Plan [Developing] a. Ask my principal for some of the staff development time at the beginning of next school year. ~ Have classroom posters of Copyright Law and Fair Use made [Mod. 2 reading assignment; pt. out amts and length of use terms] ~ Share and discuss 10 Myths article and License to Steal? articles ~ Discuss work, book, and PPT by Renee Hobbs on Copyright Clarity [ordered her book online today, should be here next week] ~ Share PPT Fair Use Provision of the Copyright Law and Fair(y) Tale video ~ Share some of the Scenarios for Interenet Ethics and have staff role-play and offer answers after the day's 'lesson' ~ [It would be great to: Spend time this summer mapping out basics for each grade level as what to expect/cover for themselves as teachers and basically what they should know for dealing with their age student. This should be in outline/checkoff (?) form, but definitely broken into two different segments: themselves and their students. Pass out these posters (?) and break up into grade level groups to review.] ~ Ask each teacher to hang posters in their rooms and commit at least some time at the beginning of the year reviewing the information with their students. [Note: Next Module on Internet Safety- include this information also.]
2. Student Education Plan [Developing for Seventh & Eighth Tech. & Yrbk] a. Beginning of year- Share, discuss, and actually teach what our AUP is and what the terms mean. Do not just hand it out and ask them to sign and return it. Ask C. if I can have the students receive their AUP in the packet, but then go over it with me in class and actually return the signed form to me. [Discuss how to change our student form with C. this spring. Part of my MERIT plan? Ask C.] ~ Have students share and discuss AUP with their parents as one of the first few homework assignments. [Create activities/handouts/WebQuests with some students this summer to share with their parents. Ask C. if summer school class or community service time? Hopefully somehow figure out a way to make the students accountable for having a conversation about the AUP, Internet Safety, and Cyberethics with their parents before they actually sign and return the forms.] ~ Add terms to the Internet Scavenger Hunt I already do. ~ Add Laura Kaemming, WebQuest from Cyberbee website. [Find out how to be able to use it.] ~ Discuss the "It's No Big Deal", "Everybody Does It", and "No One Will Ever Know" excuses used by students. Resources: Wired articles from WebQuest Module 2, music activities and examples on the Copyright Website. ~ Require students to teach about the above excuses in their Buddy CyberSafety PPT they make first quarter. ~ Projects to Keep for 2012-2013: Buddy CyberSafety PPT: require my students to teach about the above excuses to their buddies. Internet Scavenger Hunt: teach terminology; add AUP, cybersafety, etc. Here's the Scoop: teach copyright use with embedding music and pictures into presentations Gratitude Journals: review citations for copying text and quotes Film Fest: Second semester, remind and review from previous projects
2. I will be incorporating so much of what I learned from this Module's reading into my teaching next year. I have spent time narrowing my projects to the five I like best. Then, within each project, I have targeted certain skills/terms etc. to focus on. As I go through the rest of the Modules, I plan on revisiting and revising this basic framework. This is completely new and updated information for me. This also gives me a basic framework for my final project.
3. The biggest surprise for me in this Module was how much I didn't (still do not) know! I appreciated your comments on how big the topic is and to narrow it down. They helped me focus and begin in a direction for planning. It was extremely difficult for me to get started on this Module's Assignment after completing the reading last week. I felt completely overwhelmed! I even considered dropping the class because I felt like I was in way over my head. Then I sat on it for a week and let the information percolate. Coming back to it yesterday and today I reread your comments and started with your ideas about having the students help write the AUP and maybe having them work on it in the summer. These gave me a place to start. Then with your caveats to focus and remember the only environment I can control is my classroom, I went ahead and sketched out rough drafts for the two main focus areas I want to teach about and be a model for. My final project may look very different from the above 'plan', but I feel good because now at least I feel like I have a direction. Module 2 Reflection Questions: 1. How does this information on copyright correspond with what you already know and use in your classroom? Parts of this information I knew: Using information for teaching was okay. Using something to teach and not to make money is okay. Parts were brand new information: i.e. that copyright does not have to be explicitly stated,
"All tangible, creative work are protected by copyright immediately upon creation";10) "They e-mailed me a copy, so I can post it."To have a copy is not to have the copyright. All the E-mail you write is copyrighted. However, E-mail is not, unless previously agreed, secret. So you can certainly report on what E-mail you are sent, and reveal what it says. You can even quote parts of it to demonstrate. Frankly, somebody who sues over an ordinary message would almost surely get no damages, because the message has no commercial value, but if you want to stay strictly in the law, you should ask first. On the other hand, don't go nuts if somebody posts E-mail you sent them. If it was an ordinary non-secret personal letter of minimal commercial value with no copyright notice (like 99.9% of all E-mail), you probably won't get any damages if you sue them. Note as well that, the law aside, keeping private correspondence private is a courtesy one should usually honour." This is why the district office puts that disclaimer at the bottom of its emails! 10 Myths; that ideas cannot be copyrighted but are patented; "Patent protects innovation. While you can't copyright an idea, you can patent one."Copyright website Homepage, pg. 1.Parts of this information I was thought I knew but was incorrect: What 'Fair Use' really is: Yes, using copyrighted work for teaching is Fair Use, but there are restrictions on this. See Fair Use a License to Steal article: http://www.educationworld.com/a_curr/curr280b.shtml
2. How are you teaching your students about copyright? To be honest, I guess I haven't been 'teaching' them about copyright at all. I've been 'telling' them to not use anything without giving credit, that they cannot post anything without getting permission from the owner unless it is free domain, and I've told them not to plagiarize.
3. How do you model correct use of copyrighted materials in your classroom and in your daily life? I do not copy materials I am not suppose to, written or otherwise. I do not download music or movies illegally for my classroom or for my personal use. I try to give credit to authors whenever possible.
4. Do you observe violations of copyright law in your school or among your associates? If so, what violations have you noticed (perhaps as a result of reading the above materials), and how might you help people better understand copyright? The biggest violations I am guilty of are using too much copyrighted material/information for too long. I'm sure that other teachers are just as guilty. I am also guilty of many violations when forwarding emails, posting information on school websites, etc. Now what I'll have to do is evaluate. If the lesson is worth keeping, then I need to ask permission to use the materials. If not, then toss and quit using. As far as the staff goes. I think I'll talk to my principal about using one of our Staff Development days at the beginning of the school year to review both our district's AUP and current copyright law. The current laws surrounding email, websites, downloading, and length and amount of use will be areas of focus. Also, we need to distribute and discuss the Classroom Copyright Chart. [Discuss w/ C. about getting class posters made for school.]
5. Why do you think people violate copyright law? I know I have violated it because I was ignorant of it, and because it was easier to violate it than it was to ask permission. Neither of these excuses make it right.
6. Why do we have copyright laws? We have copyright laws so the people creating the materials can be fairly compensated for their work. These laws are a protection for the creators.
I wonder if you have students who, as a project, might be willing to write what they think a good AUP should be. --just a thought---This could help grow the policy organically.
- Find student written AUP's as examples? Google? Start from scratch? Too much! Timeline? Block Schedule/2x's wk; 100 days app. 50/blk; not enough if keep other projects. Toss what? Longer schedule? Year vs. semester? Ask C. about going yr vs. semester
Assignment #1 Comments:
Comments
Oh boy.. the AUP was written as a homework assignment for a teacher's class. I love it... It shows how aware/unaware the district administration was at that time re: the need for and AUP. The follow up on this is also classic--the disbanding of the technology committee, and the downloading of the county policy and changing the name. These definitely show the importance/lack of importance your district places on this policy. I've been working with districts in NC that are revising, rewriting their AUPs. All districts in NC are in the process of rewriting their Tech Plans which must include a newly revised AUP. They are working closely with teachnology coaches from the DPI (Department of Publich Instruction). As their Technology Enabled Learning Initiative coach I work with both the district teams and their DPI coaches. This has been a process that began last spring and should finish up this April with final sign-off/approval of the Tech Plan and AUP/RUP by both the districts' Boards and the DPI.
It's good that your Employee AUP is current (even if it is just copied from the county web site--I'm assuming the county folks put some careful thought into theirs), but the student one is much too out-of-date. I don't adivise that you unilaterally take on the revision of the student AUP for this course, or for the district. You might give input, however, based on what you are learning. It is so blatently obviouse to me that the district only has an AUP because it is required, not because they are willing to put any thought into appropriate technology use and keeping kids safe. The only environment you can actually "control" is your classroom. I suggest that for this course you concentrate on what you can do within it. You might informally let others at your school know what you are learning and doing. Who knows you may generate some interest that way. In any case you can be a model for what to do even if it goes no further than your classroom. I'm suggesting the "thing globally, but act locally" model. Anyway, it looks like you may have already started being the squeaky wheel. You are so right about how meaningless what your district is doing is.
The concept that computers (or any technology tool) is merely a reward is so outdated. Throughout the country technology enabled curriculum and instruction is becoming the norm. I know that is the case here in North Carolina--even in poor rural districts that are a far cry from Silicon Valley. I use the word technology rather than computer, but I see districts encouraging and using smart phones, tables/iPads, etc., not just computers. Some districts are initiating 1:1 technology initiatives (carts in all classroom or for students to take home), and others are instituting BYOD (Bring your own devise) initiatives. I find it interesting that you say your district is not negative or dis-empowering, but the policy is... That is a HUGE disconnect.
It seems to me, that as a technogy teacher (even one who has not signed the AUP) you have a wonderful opportunity to help your students be safe/ethical users on all technologies as well as understand the document (policy) they are supposed to have signed. I wonder if you have students who, as a project, might be willing to write what they think a good AUP should be. --just a thought---This could help grow the policy organically.
In general, I can see that you are really taking the materials in Module 1 to heart, and are grappling with what to do. You are doing great work with your students toward helping them understand the AUP or what should be in it. I love all the things you are already doing. Please share these in our discussion with others in the course.
Module 2 Notes:
Good powerpoint on copyright. I need to show this to C./ show at staff? (Fix grammar and usage errors b4 sharing) and write it up for tech. class- 7th, beg. of year, imbed to Inter. Safety Buddy Proj. Wkwith E. on 7th and 8th writing / tie in Apple's itunes and how some artists won't allow their work to be sold on itunes for reasons in slide #4
"Protects creator’s right to be compensated and to control how the work is used"
"All tangible, creative work are protected by copyright immediately upon creation" look up timeline- pending copyright?
"Quoting or crediting the author does not satisfy copyright requirements" I'm toast!!!! Find out what this means! Seems slide #6 contradicts this a bit- find out before I use! Ask Linda if this powerpoint can be used/edited for staff?
EXCELLENT ARTICLE!!!!! SHARE AT STAFF MTG. 10 Myths About Copyright Explained by Brad Templeton: "It is true that a notice strengthens the protection, by warning people, and by allowing one to get more and different damages, but it is not necessary. If it looks copyrighted, you should assume it is. This applies to pictures, too. You may not scan pictures from magazines and post them to the net, and if you come upon something unknown, you shouldn't post that either."
2) "If I don't charge for it, it's not a violation."False. Whether you charge can affect the damages awarded in court, but that's main difference under the law. It's still a violation if you give it away -- and there can still be serious damages if you hurt the commercial value of the property. There is a USA exception for personal copying of music, which is not a violation, though courts seem to have said that doesn't include widescale anonymous personal copying as Napster. If the work has no commercial value, the violation is mostly technical and is unlikely to result in legal action. Fair use determinations (see below) do sometimes depend on the involvement of money. ?So can my students use music they bought on itunes in the movies they produce?
usenet Discuss 'implementing in AUP in our classrooms' w/ current copyright violations on campus
"It is important to remember that when it comes to the law, computers never make copies, only human beings make copies. Computers are given commands, not permission. Only people can be given permission. Furthermore it is very difficult for an implicit licence to supersede an explicitly stated licence that the copier was aware of." "Note that all this assumes the poster had the right to post the item in the first place. If the poster didn't, then all the copies are pirated, and no implied licence or theoretical reduction of the copyright can take place." Note that granting something to the public domain is a complete abandonment of all rights. You can't make something "PD for non-commercial use."
"If your work is PD, other people can even modify one byte and put their name on it. You might want to look into Creative Commons style licences if you want to grant wide rights."
Fair Use!
"The "fair use" exemption to (U.S.) copyright law was created to allow things such as commentary, parody, news reporting, research and education about copyrighted works without the permission of the author. That's vital so that copyright law doesn't block your freedom to express your own works -- only the ability to appropriate other people's. Intent, and damage to the commercial value of the work are important considerations. Are you reproducing an article from the New York Times because you needed to in order to criticise the quality of the New York Times, or because you couldn't find time to write your own story, or didn't want your readers to have to register at the New York Times web site? The first is probably fair use, the others probably aren't.
Fair use is generally a short excerpt and almost always attributed. (One should not use much more of the work than is needed to make the commentary.) It should not harm the commercial value of the work -- in the sense of people no longer needing to buy it (which is another reason why reproduction of the entire work is a problem.) Famously, copying just 300 words from Gerald Ford's 200,000 word memoir for a magazine article was ruled as not fair use, in spite of it being very newsworthy, because it was the most important 300 words -- why he pardoned Nixon."
"DMCA Alert!
Copyright law was recently amended by the Digital Millennium Copyright Act which changed net copyright in many ways. In particular, it put all sorts of legal strength behind copy-protection systems, making programs illegal and reducing the reality of fair use rights.
"The way "fair use" works is you get sued for copyright infringement, and you admit you did copy, but that your copying was a fair use. A subjective judgment on, among other things, your goals, is then made."
"Copyright violation is civil not criminal law- get sued, not taken to court"
"Time past, ClariNet published the very funny Dave Barry column to a large and appreciative Usenet audience for a fee, but some person didn't ask, and forwarded it to a mailing list, got caught, and the newspaper chain that employs Dave Barry pulled the column from the net, pissing off everybody who enjoyed it. Even if you can't think of how the author or owner gets hurt, think about the fact that piracy on the net hurts everybody who wants a chance to use this wonderful new technology to do more than read other people's flamewars."
"10) "They e-mailed me a copy, so I can post it."To have a copy is not to have the copyright. All the E-mail you write is copyrighted. However, E-mail is not, unless previously agreed, secret. So you can certainly report on what E-mail you are sent, and reveal what it says. You can even quote parts of it to demonstrate. Frankly, somebody who sues over an ordinary message would almost surely get no damages, because the message has no commercial value, but if you want to stay strictly in the law, you should ask first. On the other hand, don't go nuts if somebody posts E-mail you sent them. If it was an ordinary non-secret personal letter of minimal commercial value with no copyright notice (like 99.9% of all E-mail), you probably won't get any damages if you sue them. Note as well that, the law aside, keeping private correspondence private is a courtesy one should usually honour." This is why the district office puts that disclaimer at the bottom of its emails!
"In Summary
These days, almost all things are copyrighted the moment they are written, and no copyright notice is required.
Copyright is still violated whether you charged money or not, only damages are affected by that.
Postings to the net are not granted to the public domain, and don't grant you any permission to do further copying except perhaps the sort of copying the poster might have expected in the ordinary flow of the net.
Fair use is a complex doctrine meant to allow certain valuable social purposes. Ask yourself why you are republishing what you are posting and why you couldn't have just rewritten it in your own words.
Copyright is not lost because you don't defend it; that's a concept from trademark law. The ownership of names is also from trademark law, so don't say somebody has a name copyrighted.
Fan fiction and other work derived from copyrighted works is a copyright violation.
Copyright law is mostly civil law where the special rights of criminal defendants you hear so much about don't apply. Watch out, however, as new laws are moving copyright violation into the criminal realm.
Don't rationalize that you are helping the copyright holder; often it's not that hard to ask permission.
Posting E-mail is technically a violation, but revealing facts from E-mail you got isn't, and for almost all typical E-mail, nobody could wring any damages from you for posting it. The law doesn't do much to protect works with no commercial value.
"
The DMCA also changed the liability outlook for ISPs in major ways, many of them quite troublesome.
Linking
Might it be a violation just to link to a web page? That's not a myth, it's undecided, but I have written some discussion of linking rights issues."
"This article was originally composed in 1994. The latest revision was in October 2008." See if these are still correct in 2012! Probably just more strict!
A Fair(y) Use Tale: Video on YouTube. Very, very clever!! Raises a lot of questions. Possibly use at beginning of semester(s). [Good to use at beginning of year. Intro. vocab., etc. Will give students enough information to be able to ask questions. Create online worksheet to go with this summer. Add to To Do List]
Copyright with Cyberbee:
If you want a cool Web-based tool for your students to use to create bibliographies from email citations to Web sites, check out NoodleTools Quick Citation. [To Do: Show this to T. and E.]
Have students read the Wired articles listed in WebQuest. [See if more recent examples exist. Pass out copies at BTSN?] Pick and choose some Zippy Scenarios for Teaching Internet Ethics, scenarios to use in class.
Module 1: Warm-up: I obtained a copy of my district's Acceptable or Responsible Use Plan for review during this module. When I did this, I found that our district actually has two separate Use Plans. We have one plan that is for "Employee, Volunteer, and Guest Use of Technology" and one that is in our packet of handouts that goes home to students in the fall entitled "Student Use of Technology". The second is just one page and very basic in nature. I have read both plans, and at this point have no idea how I will even a little bit, let alone best teach our students and their parents about this plan. As I sit right now, I'm hoping I get some ideas from your videos I'm going to watch, the reading I'm going to do, and from reading the other lessons, etc. posted from the students in this class. If these do not work, then I am up a creek without a paddle! :)
Reading: District's last update: The Employee AUP says it was approved on 8/30/11. Because we just approved this policy, we have not revised it yet. Perhaps it will be revised every other year or so. I'll have to check with our superintendent to see what the schedule is for revision. The Student AUP has no date posted, however when I talked with our IT director, he said that form was written seven or eight years ago, and has never been revised. He also said that at this point there is no plan to update it unless I wanted to do something because of this class I am taking! He said parents pretty much just read and sign it every year without any hassle, and that it hasn't been a problem thus far.
Child safety and cyber-bullying provisions:In the Employee AUP, the definition of 'Unacceptable Use' includes accessing pornography, using the network in a manner inconsistent with other student policies and codes of conduct, and using the network or email to distribute student information. There is also a whole disclaimer section that basically says 'Use everything at your own risk; we are not responsible for anything negative you might ever think or do because of what you did, saw, or learned while on the district's computers or electronic mail.' The majority of the Student AUP is focused on child safety and cyber-bullying issues. It refers to the school rules discussed in our student handbook as being in effect whenever technology is accessed. It also talks about parents being responsible for making sure their students understand the school rules as stated in the student handbook. There is also a passage stating " Never transmit personal information such as addresses, phone numbers, or pictures of yourself or anyone else. Never agree to meet someone you met online except as part of a school sanctioned event." As far as cyber-bullying is concerned, it is never specifically mentioned, but it states to "Never trespass into the files, folders, or disks belonging to other network users." (Just having the word 'disks' in that sentence shows how old this policy really is! Ha!)
Copyright, plagiarism, and validity of resources:The Employee AUP states 'Acceptable Use . . . does not violate relevant state or federal laws or regulations, and not infringement on copyrighted materials.' There is also a reference that 'Netiquette includes respect for copyrighted materials and private information.' There is no direct reference to plagiarism or validity of resources in either the Employee AUP or the Student AUP for my district.
Is AUP proactive or reactive? I would say that both the Employee and Student AUP for my district are reactive in nature. They are for the most part a list of rules and consequences for breaking the rules. Both policies begin with a simple 'How useful technology is' statement, but then go on to list all the ways you will be hammered if you step out of line.
Signature: The AUP for both the employees and students require a signature for use. Apparently, Employees are supposed to sign the agreement at the beginning of the school year, however, because this is the first year this has been required, I am not sure how it worked out. I know I have not yet signed and returned mine because I had some problems with a few of the statements in the policy. Consequently, I am not supposed to be able to access any electronic material etc. until I do sign the policy, but as I teach technology, it is very difficult to not access electronic materials. I discussed this Catch-22 with my supervisor, and was told that because this is the pilot year for this policy, the district was going to be lenient on the required signature. We'll have to wait and see what happens next year. The students, however, must return the signed form before they are allowed to do anything fun, i.e. go to the Back-to-School Dance. This rule has been strictly enforced for many years now.
AUP understood by all: I believe that with the amount of news and media coverage circulated about inappropriate electronic materials use today, that most parents and teachers are well versed on the basics of internet safety and appropriate usage in general, and our policies specifically, and after reading our district's policies, I believe that while they are quiet punitive in nature, they are not difficult to comprehend or overly wordy. These two factors make them likely to be both read and, hopefully, understood by the majority of the adults in our school community. Students' understanding is a different matter, however. I feel that while the students in our district are very bright and capable of understanding the policies, they probably do not. If you asked them true and false questions, they would probably answer the majority correctly, however, watching and listening to them on their phones, emails, etc. I know first-hand they are not safe most of the time. They share or lose their passwords, they talk too much and share too many private items on Facebook or wherever, and they basically live in the same 'nothing will happen to me' bubble that they drive in when they get their licenses. This belief that nothing bad will ever actually touch them is a barrier I do not know how to scale when addressing the dangers of the internet. So while I believe they 'know' the policies enough to answer correctly when asked a direct question, I also believe they do not 'know' the heart of the policies, or their true nature and intent, well enough to actually apply them to their own lives.
Revision committee members: We do not have any such committee as yet. It has not been required up to this point, however, knowing our district's history, I can safely assume that yes, there will be a committee to revise the AUP when needed, and that teachers, students, and parents will be on the committee as this is our usual modus operandi. Time will tell . . .
Wayne County AUP's: This AUP is one that I will probably download and show to my principal as a place to start. We are looking into providing technology to students on a 'loan' basis, and this document looks like one that could be easily fine-tuned to fit our needs. I also liked the detail in the Moorseville, NC AUP, however, it was almost too detailed. I'm not sure many parents, family, or students would actually read and think about what it says all the way through. Maybe less is more in a situation like this. Something to think about.
Video Notes:The Northern Grid: eSafety in Schools: Simon Finch: AUP's need to be, "Grown organically and reviewed constantly." If we just find a policy on the web, change the name and then use it, it will not work because ultimately it will not contain the practices from our school being modeled in the policies written. We have to know our practices first, and then write policies to match them. That will be an AUP that is a living, usable document. This point is very pertinent to my situation, as the students make documentary film projects on current teen issues, and much of the material they look at and review to produce their videos technically is in violation of many AUP's, but because the students are doing exactly what the assignment calls for, they are actually not in any violation. This is exactly the type of situation that Mr. Finch was referring to in the video. If our school doesn't 'own' the document, we are never going to adhere to its contents. Owning and adhering to it
Significant parties involved in its construction and maintenance: parents, students, young, old, and experienced teachers, etc. Meet regularly at the beginning and until your team feels it reflects the way you want it to work. Without ownership, no one will use or adopt the policy.
Acceptable Use Policy has to be acceptable in terms of: standards, behaviors, and work practices Policies, practices, training, and infrastructure. Need "practices that model the policies"
Techno Tips: Acceptable Use Guidelines:
Good reminder tips, but too fast! Had to replay to read it all. Good idea to possibly for tech class to make similar movies.
An Introduction to MISD's Acceptable Use Policies: Good information, but SOOOOO boring!!! The best part of the movie was the ethics part- I never thought about the bandwidth (sp?) issue. Uploading to doc files? downloading during non-peak hours: these were the pertinent parts for me because they were new. The other parts were review, so the mode of transportation was so dull- just watching the man speak and then flashing powerpoint rules. I would not use this method with students. Three minutes seemed like a lifetime.
Module 6: Assignment Answers:
What is our responsibility as educators, parents, students, and citizens to assure that all children, young people, as well as all of the people with whom we intersect, be responsible digital citizens? It is everyone's responsibility, including the young adults themselves, to learn what it means to be a good cybercitizen. This learning needs to continue at home, school, and community into the "eco-system' if shared responsibly. Critical thinking about what is outgoing and what is incoming. Not just nationalIs citizenship more urgent than seems? Many panel members seem to think it was.
Disney Online Safety: Use this site for L. tchrs maybe! Irritating there are so many ads at the top! right of citizens; focus more on the rights of children. "Any school that is blocking media is denying them their rights. Responsibilities and Rights of both students and adults.
Guided curriculum 1-12 is needed.
http://www.awesomelibrary.org/: Fabulous resource- give to T., E., & W. for next year
On September 24, 2009, Dr. Henry Jenkins, author and media professor at the University of Southern California, also cautioned us against sensationalist media coverage of digital teens. He said that what he and his fellow researchers of the $50 million McArthur Digital Youth Project have seen is that “most young people are trying to make the right choices in a world that most of us don’t fully understand yet, a world where they can’t get good advice from the adults around them, where they are moving into new activities that were not part of the life of their parents growing up – very capable young people who are doing responsible things, taking advantage of the technologies that are around them.” Youth Safety on a Living Internet: Report of the Online Safety and Technology Working Group, June 4 2010, Pg. 2 Special Speakers
http://www.ntia.doc.gov/legacy/reports/2010/OSTWG_Final_Report_060410.pdf
Renee Hobbs is who wrote the Copyright Clarity book!
Frank Gallagher: Cable in the Classroom:What is Digital Citizenship? How bring it 'to scale?' Find common ground
Need to know more about what kids say and think and do online. Examine pro-social and anti-social behaviors. Funny to think of TV as technology! "Critical Viewing Project" What are the rules, how do you communicate them? Teach K-12; not just no! But how do you engage? How do you create? Visionary,safe, effective use of technology?
Safety and s
Digital Literacy
Behavioral Aspects
Mike Ribble: Not just technology in the classroom but throughout society. Digital Citizenship in Schools What does it mean to be a citizen using technology?
Anne Collier:Rights and Responsibilities of citizens. It is the killer app of online safety.Don't over complicate it! Bring young people into the discussion. It is respectful, empowering, and collective, learning how to treat people kindly, Only one way to truly combat bullying; good, cooporative, defend, stand up for someone who is right
Children as stakeholders in making the Internet a better place.
Chuck Saylors: National PTA: Necessity of getting parents involved. Hone down the message to something that is easy to deliver. Parent= any adult in the child's life!!!
Linda Burch: Common Sense Media: Educating parents in schools; originally very fearful and how parents talk to kids; shift from content to positive potential, creativity, collaboration. Rights and responsibilities: balance; global, rights of the individual responsibliities to eachother, language of empowerent and action; 5 tension areas for teens: Discussed by Howard Gardner: privacy, self expression, community participation, respecting creative work
Authentic learning: use the tool to learn about the tool
Digitally literate and ethically ready to participate in the world public awareness and real policies and real transfer into the 'real world' so every 8th grader has this before they leave school
Biggest stumbling blocks to getting every 8th grader taught to be an ethical cybercitizen;
how are we going to fit it into the classroom? When and where? Put things into hands of tchrs to try it. evaluage after a year; helping adults to see digital citizenship is imperative not just important! Should be flexible and maliable ; International: Egypt, Argentina, Mexico, Brazil: multi skill set proposition! Bring young people into the discussion!
2013: maybe moving slower than like but gathered a lot of information; not just focus on tech- how are we a good citizen and thn put the inowedge into that piece. Taught about commuity state and then country; Internet is too vrticle" yot break between what is sad and what is meant
Try many things, embrace new ideas; more global conversation;
Module 5: Assignment Answers:
Use Andrew Churches Educational Origami Wiki for AUP and technology."Consequently, it is critical that students develop good critical thinking skills so they can make informed choices about the information they find." Linda Introduction page of Module 5
I've never heard of a Boolean Operator!!!
I COMPLETELY AGREE WITH THIS!!!
"While blocking student access to some sites is a route that many/most school districts have taken, it’s safe to assume that our current students will have access to the Internet 24 hours a day, seven days a week from a small, fast, very inexpensive gadget they carry in their pocket. Blocking students in school, then, can be a very short term method to attempt to keep students safe. If our students are going to become ethical and safe users of emerging technologies we need to teach our students to assess the websites they access for validity." LINDA- INTRO. MODULE 5 PAGE
How can you be sure the information you and your students find represents factual information?
Use every one of the Literacy Resources on the November Learning Website!!! Check websites I use for accuracy, authority, and authenticity! A new AAA!!!!How can you find sites that will hold your students’ attention long enough for them to gather the information they need?
Good question! Use sites that are about information they care about, i.e. food, music, clothing, gossip, etc.How can you better integrate higher order thinking skills into your curriculum that will help students be better users of the Internet?
Use critical thinking skills to evaluate web sites and pages to see if they are Credible, Reliable, and Supportive. Accuracy, Authority, and Authenticity!Use sample passages to test for plagiarism.
Videos:
As you view these videos consider how you will approach these two topics (evaluating web resources and plagiarism) with your students. How do you teach these two concepts now?Evaluating Websites: Dale Carroll, Kirk Library Centralia College Information Service Librarian:Remind students web is unregulated: use C.R.A.P. Test: C=Currency: how recent info? Look at bottom of page for most recent update, a lot of dead links, info. out of date then move on. Reliability: kind of info. included? One sided, bias, references or sources? Check out http://www.martinlutherking.org/ as an example for CRAP test; R=Reliability: What type of domain does the info come from? Gov= look for .gov or .mil; Educational look for .edu, Nonprofit organizations look for .org (not restricted to nonprofits)probably don't use; Commercial sites look for .com; Usually network providers = .net; Watch out for the tilde ~ Limit your domain! Site:.domain"your search terms in quotes" Example site:.edu"global warming" A= Authority: who is the creator or author? Look them up on Google! What are the credentials? Look at their names etc. at the bottom of the page;Who is the publisher? Are they reputable? What is the publisher's interest (if any) in this information? ; Are there advertisements on the website? Click on them and see what they say, you can get more information about them from the advertisements. P=Purpose/Point of View Is the info fact or fiction? Is it biased? Is the creator/author trying to sell you something? Is it a commercial site? Who is the intended audience? Conclusion: Take time to check out the information you find on the web! If you use the web for research, you need to apply critical thinking skills to establish the validity of the information used in your paper. Just because it is quick- look at it!
Evaluating Information Sources with the CRAP Model: Alden Library Tutorial Series Presents: Evaluating Resources: Think about citing info. off of a bathroom wall! No! So don't use if for your research either? Currency: How recent is the information? How recently has the website been updated? Is it current enough for your topic? If the topic doesn't change much, then maybe okay if older but not if the topic is new? Reliability: Ask: What kind of information is included in the resource? Is content of the resource primarily opinion? Is it balanced? Does the creator provide references or sources for the data? Authority: Ask: Who is the creator or author? What are their credentials? Who is the publisher or sponsor? Are they reputable? What is the publisher's interest (if any) in this information? Are there advertisements on the website? Peer Reviewed and academic institutions are good. Purpose/Point of View: Ask: Is this fact or opinion? Is it biased? Is the creator or author trying to sell you something?
Internet Skills 1: How to Evaluate a Website Video (animated): CAPOW:
C= Currency; A= Authority; P= Purpose; O=Objectivity; W= Writing Style
A Quick Guide to Plagiarism Video: Literary theft. Plagiarism occurs when a writer duplicates another writer's language or ideas and then calls the work his or her own. Types: The Denny's Sampler: The writer tries to disguise plagiarism by copying from several different sources, tweaking the sentences to make them fit together while retaining most of the original phrasing. The Ghost Writer: The writer turns in another's work, word-for-word, as his or her own. The Photocopy: The writer copies significant portions of text straight from a single source, without alteration. The Remix: Although the writer has retained the essential content of the source, he or she has altered the paper's appearance slightly by changing key words and phrases. The Customer: buys writing from someone else. The Misinformer: The writer provides inaccurate information regarding the sources, making it impossible to find them. All of the following are considered plagiarism: Turning in someone's work as your own. Failing to put a quotation in quotation marks. Copying words or ideas from someone else without giving credit. Giving incorrect information about the source of a quotation. Changing words but copying the sentence structure of a source without giving credit. Possible Consequences: Fail the class; Suspension; Expulsion; It also goes on your permanent record where it can be seen by potential employers. Questions: Check MLA Handbook or ask a teacher!
Plagiarism Don't Do It - Help Children Avoid Plagiarism Video: Common Knowledge: info. that can be found in a lot of places by a lot of people are not plagiarism. To avoid plagiarism, you need to: not take info directly from the paragraph. Change some info slightly but it still contained original ideas and phrases from the article. No credit was given to the original source. Not only text!! You have to credit everything! I.e. statistical data, charts, tables, graphics, people's opinions, any other information that is not common knowledge. Fail the assignment; Fail the class; Get expelled from school. Lose degrees and honors. Get fired from a job. Get sued. Ruin your credibility. Procrastination is a huge factor in plagiarism!!! Unintentional plagiarism: forget or fail to cite a source. Teach: Plan their assignments carefully. Get started right away. Create an outline for their paper. Take good notes. Put quotes around anything that is directly taken from another source. Mark paraphrases so they don't get them confused with their own ideas. Credit all of their sources. Citing a Source: Recognize the source of the information. To avoid having to look things up again, encourage kids to incllude the following information when they take notes. They'll need this info when they cite a source anyway. - author; -title of the work; -name and location of the publisher;-publication date; - pages where you found the information;- web address to the online source;-date you accessed the online source. Avoid plagiarism by citing things such as: other people's ideas, opinions, or theories; anything that is not common knowledge, including facts or statistics of any kind, someone else's written or spoken words including interviews, paraphrasing of another person's spoken or written words, someone else's work that's referenced to support your ideas. Use internal footnotes for citing then footnotes at the end of the paper. Paraphrasing: Any word you have to look up in a thesaurus is not paraphrasing! Changing a word or phrase or two is not paraphrasing. If the idea isn't yours, give credit for it!!!! Turn it in or (Write Check before you turn it in)! Best Ways to Avoid! Planning, Proper Note-taking and Citing in their writing! , and Real-life Examples: Create a Lesson Plan About Plagiarism: Conduct an Entire Class on Citations: Assign a Research Paper!
What have you learned or found in this module that will help you as you teach these concepts to your students? This is great information!! I need to practice a lot with these different types of domain searches and web site tests to really get it in my head!
Which of the above resources have been the most helpful for you?
November Learning!!!!! The videos were quite helpful. The cartoon one was irritating, but I liked the word CAPOW instead of CRAP to use with the kids.C.A.P.O.W. and C.R.A.P. tests
To find website ownership: http://www.easywhois.com (enter the domain of the site you would like to research)
To find out who is linked to a Website: http://www.altavista.com or http://www.google.com link command (EX: link: www.ecisd.net in search window)
To find out the history of a Website: http://www.archive.org The Wayback Machine allows browsing through 30 billion web pages archived from 1996 to a few months ago. Enter the URL of a site or page and click the Take Me Back button.
Clues that you are on a personal web site: ~ or the % sign or a personal name "jdoe" or the word "user" after the domain name and the first "/"
At what age should be begin to teach these concepts to students?
Kindergarten!!!!! Every grade level should have information and practice skills.Module 4: Assignment Answers
Reading:"Stop, Block, and Report!" Make as a poster and handout for class.
Show "Smartphone Pictures Pose Privacy Risks" Show how to get safe settings off to all students. Have them practice in class!
www.cyberbullying Fact Sheet:
disciplinary climate - the "extent to which students internalize the norms and values of the school, and conform to them" reduced the frequency of bullying among youth.
One of our recent studies found that students who experienced cyberbullying (both those who were victims and those who admitted to cyberbullying others) perceived a poorer climate at their school than those who had not experienced cyberbullying. Youth were asked whether they 'enjoy going to school,' 'feel safe at school,' 'feel that teachers at their school really try to hel them succeed,' and 'feel that teachers at their school care about them.' Those who admitted to cyberbullying others or who were the target of cyberbullying were less likely to agree with those statements.
Overall, it is critical for educators to develop and promote a safe and respectful school climate, A positive on-campus environment will go a long way in reducing the frequency of many problematic behaviors at school, including bullying and harassment. In this setting, teachers must demonstrate emotional support, a warm and caring atmosphere, a strong focus on academics and learning, and a fostering of healthy self-esteem. Additionally, it is crucial that the school seeks to create and promote an atmosphere where certain conduct not tolerated --by students and staff alike. In schools with healthy climates, students know what is appropriate and what is not."
What Can You Do?
1. Develop a relationship with an adult they trust so they can talk about any experiences they have online or off that make them upset or uncomfortable.
2. If possible, teens should ignore minor teasing or name calling, and not respond to the bully as that might simply make the problem continue,
3. Keep all evidence of cyber-bullying to show an adult who can help with the situation. If targets of cyber-bullying are able to keep a log or a journal of the dates and times and instances of the online harassment, that can also help prove what was going on and who started it.
4. Overall, youth should go online with their parents - show them what web sites they use, and why.
At the same time, they need to be responsible when interacting with others on the Internet.
1. They should not say anything to anyone online that they would not say to them in person with their parents in the room.
2. Youth ought to take advantage of the privacy settings within Facebook and other websites, and the social software (instant messaging, email, and chat programs) that they use - they are there to help reduce the chances of victimization. Users can adjust the settings to restrict and monitor who can contact them and who can read their online content.
(All of the above is from the Cyberbullying Factsheet. Check about printing into handouts for next yr. and then make a quick powerpoint to emphasize.)
Discuss bystanders role.
Consider bringing in some law enforcement officers to talk about legal issues involved in cyberbullying.
www.cyberbullying.us
Use Stop Cyberbullying Website: Four Types of Bully
"Once you put something online, you lose control of it!" This is key!!!!!!!
Netsmartz videos: I use the "Tracking Teresa" video! It is a wonderful resource!
Show: "Your Photo Fate";Use all of these!
http://origin.www.netsmartz.org/RealLifeStories
How to Avoid Cyberbullying:
Peer pressure is a driving force when we are young. Although we may not be the ones who start rumors, we may help them along by sharing in on gossip or forwarding an insulting email. Cyber bullying is completely avoidable. If you want cyber bullying to stop, you have to refuse to pass along cyber bullying messages. You also need to encourage your friends to do the same. Make sure that you do not have online contact with those who would start or support cyber bullying messages. Let a trusted adult know of any instances of cyber bullying so that they can do all that they can to prevent it from continuing to happen.
After reading this information and doing an online search on my own kids, I've come to the conclusion that the number one thing to keep kids safe on the Internet is for them to know what they have and are communicating about themselves to the world via the Internet! They need to know what they are sharing and if that is what they want to share. They cannot just go blindly through the maze out there! Be proactive! Granted, this is for older students, and the skills of being proactive have to be taught, but for my students, I'm going to force the issue with them - - - when I have them do the searches on themselves, they are going to have to answer some new questions! Previously the activity has been exploratory and general awareness in nature. I'm going to change its focus. Now it is going to be proactive! (Use Polly Klass questions. . . esp. future employer questions)
PREDATOR'S JOURNAL IS TERRIFYING!!! (This is on Polly Klaas Foundation Website. On Outwit the Predator's Page.)
When we were young adults and our brains were still growing, our mistakes (journeys to adulthood) were experienced and shared by those immediately involved; not so anymore! It is almost not fair that kids' choices, etc. can have such permanent effects when they are still so young! I've thought this before, but this class just reiterates it! So scary!
COMMUNICATION, COMMUNICATION, COMMUNICATION!!! I've always believed this is one of the most important things anyone can do. MAINTAIN THE RELATIONSHIP! I believe this fits for here, too! If my kids (school or my own) can know that we are in a relationship, that we can talk, that we can share, hopefully, they'll know they can talk to me, and hopefully I'll be able to help.
-USE "OUTWIT THE PREDATOR" PAGE!!!!!! REMIND THEM TO USE DIFFERENT USERNAMES!!!!
-Child Safety Kit from PollyKlaas Foundation: (Print for BTSN 2012-2013) Polly Klaas Safety Kit: What Parents Can Do Page: 1. Know what your kids do on the Internet 2. Let kids know you are going to keep an eye on their Internet use- for their Safety! (emphasis mine- reiterate w/ parents at BTSN to not hold this over their heads like a govt. watch, but for SAFETY!) 3. Blocking and monitoring software for younger kids . . . Don't just rely on it though, kids get around it with cell phones, etc. 4. Make sure kids know they can come to you for help if they get in over their heads on the Internet. Listen calmly and never react negatively when they are being honest. (emphasis mine- reiterate this pt. at BTSN)
-Kathy Schrock materials!
Blue Questions:
As you explore these resources, consider how you will teach your students about cyberbullying and what they can do to prevent it. Keep school climate as positive and supportive as possible!!!! See quote from Cyber-bullying Factsheet!
How will you reach out to students who have been victims of cyberbullying?
Individual discussions; parent involvement; peer discussions
How will you help parents to understand the implications and indications of cyberbullying for their children (both as cyberbulliers and as victims).
Share literature and videos; continue support of in-school and evening parent activities and classes
Module 3: Assignment Answers
Internet Safety Skills:From M3 Rding pg. 1:
These skills could be range from learning how to evaluate web sites for validity, protecting their identify, becoming a good cybercitizen by demonstrating responsible on-line behavior (netiquette) to managing difficult situations encountered through dialog in chat rooms, online forums and social media.
1. Developing Thoughtful “Cybercitizens” by Michael J. Berson and Ilene R. Berson
Skills:
Issues, Pbms., Risks:
- exposure to information with questionable legitimacy
- ideas contrary to positive behaviors
- messages intended to manipulate actions or beliefs
- In spict of the broad global access the Internet brings, users often lack cultural sensitivity that can foster collaboration in a global community. Young people are especially prone to misperceive the opinions of others and may therefore refrain from respectful interactions.
- In Dec., 2000, Congress enacted the Children's Internet Protection Act (CIPA). This law requires schools seeking federal funding for technology to install a "technology protection measure" that will restrict access to material that is considered harmful for minors and to develop an Internet Safety Plan. The vast majority of education decision-makers have responded to this legislation by installing commercial filtering software.
[Check w/ Corey: I've turned off the filtering so kids can make their Film Fest documentaries. Is that okay?]In order to adequately prepare children for use of the internet, developmentally appropriate approaches to cybersafety must be fully integrated into the school curriculum.
- Compelling role for the social studies emerges from an awareness of our vulnerabilities due to our new reliance on technology. / word 'citizenship' takes on new dimensions when it is applied to the online world. In cyberspace, young people often perceive that they are functioning in an anonymous and lawless land where there are no consequences for actions. As a result, children have a greater tendency to experiment with behaviors that they normally would not do in person. Their public persona on the web can be more mischievous and dangerous. ie. steal a CD from store- no; from online- yes.
[Tony-idea for debate club.]KEY!!!!!!!!
Paraphrase for syllabus and use as theme for Tech. beginning 2012-2013 school year.
http://my-ecoach.com/online/resources/925/cybercit.pdfUse some of the lessons: Digitalcitizenship.net/uploads/GuideAct2.pdf (sent to school email) Activities for trainers and adults
Get Digiteen Code of Conduct emails from gmail acct.
"Are You a Good Cybercitizen?" USE THIS SITE!!! [BOOKMARK ON SCH. COMP.] Add this site to class project---- Use for Staff Development Day! Update handouts with current/real life situations students might encounter. Older students: bring up the situations where the parent is the one violating the rule. Give actual solutions not canned ones.
Blue questions:
Think about how you teach digital citizenship in your classroom. How do you integrate this with your academic content?
-go over basic 'rules' at the beginning of the year; have posters up; then discuss and reinforce when appropriate as the year goes on and specific situations or projects arise
How does your school or district promote good digital citizenship?
Our principal goes to the individual class at the beginning of each year, and then again later on to reinforce "Venue Appropriate Behavior". We talk a lot about thinking about where you are and what you are doing. "DON'T BE A LEMMING!" is one of our sayings!
Our school also participates in the Cornerstone Project with an emphasis on the group "Expect Respect". Additionally, our counselor runs student discussion groups at lunchtime called "Cheetah Chat" (our mascot is the cheetah). These discussions are divided by gender and grade, so the 8th grade girls will meet one lunch and the 8th grade boys will meet another lunch. So every group meets every week. The kids bring their lunches in and the counselor runs a roundtable discussion on a teen topic that is current and relevant to those students. These groups are very popular and have grown steadily (they had to move into a bigger room recently) as our counselor is very talented with the "Tween" age group. She is definitely the hub. I can easily see this same scenario being a disaster with the wrong leader in place.
We also partner with the other main middle school and share resources for guest speakers, etc. For example, on Tuesday of next week we have an assembly about 'Cyberbullying Stops Now!' presented by a group that was paid for by the parents of the other middle school, but then they opened it up to us and our parents also, so we are taking advantage of their kind offer. We have provided similar assemblies for their school. It is a wonderful relationship that allows more students to receive the benefits of the information, and the students also get to see adults behaving as adults and working together. In addition, the speaker benefits because their message is heard by twice the audience and they also make twice the contacts. It is a win for all parties.
How better integrate digital citizenship into the curriculum?
Talk about it more- provide more literature to students and parents (BTSN). Discuss current and relevant topics with the students: not the canned/cheesy situations.
I think the main thing I will do in my 'nontech' classes, is what Berson and Berson discussed in their 'Cybercitizens' article about just incorporating the topic of technology, its use, abuse, and our vulnerabilities because of it into the daily social studies class discussions. As I thought about doing this while reading the article, I realized I rarely bring up the topic of technology. That it is for the most part an extra or afterthought. This really cannot be the case any longer. I'm going to incorporate more "What if" technology questions into the discussions and into hw critical thinking assignments.
How help parents teach their children to be good digital citizens?
Our principal and counselor provide parenting classes in the evening for all the students, their parents, and any extended family or guests they want to bring along. Each of the core classes in the school credits extra points to any student's grade if they attend with their parents.
Our school also sends home a weekly Parent Newsletter via the Internet with hard copies available in the classrooms and to whomever wants to request them or just pick them up from the office counter. These contain what you would expect, but then our administration also puts together a "Parenting Your Teenager" page. The school counselor and nurse also add to this page, and there are many websites and topics discussed.
What types of cyberbullying have you seen at your school?
I think we've had it all: emailing mean letters, teasing via phone texting, sending mean pictures of students to others, we had an incident of sexting involving one of our 8th graders at the beginning of this school year, we had two 8th grade boys get in a fight and then suspended because one of them used a derogatory term when referring to the other boy's girlfriend which lead to a fight on campus.
Has your staff discussed cyberbullying and how to deal with it? If so, how is cyberbullying being addressed?
We discuss cyberbulling at almost every staff meeting and/or staff development day in one way or another. We work hard to connect with the students individually, to get to know their families and to contact their families for as many positive interactions as possible, and our School Board and Home and School Clubs spend precious resources to support the many on-campus activities provided.
Does your school or district's tech plan or AUP/RUP contain information on cyberbullying and how it is to be handled?
Only what I addressed in the first module.
What can you do to prevent cyberbullying?
See above for upcoming plan.
Consider how you might use the following videos and the above information to teach your students about digital citizenship.
Digital Citizenship- maybe as an opener for topic at the beginning of the year, or as a closer. But it really just lists them for some possible reinforcement. The music is what the kids will focus on, so I do not see it as very helpful overall.
Miss Manners on Digital Etiquette: Cute and clever. Probably use. A bit difficult to understand but could use that to enhance discussion.
Animoto Digital Etiquette: Probably only use for an example of 'what not to do when making informative movies'. Too fast, too loud, moves too much. Overall very weak as a tool.
Second Animoto Digital Etiquette: Again, very weak. Additionally, on this one the resources page is absolutely impossible to read. This is exactly what I do not want my students watching.
The only thing these two movies at the end do for me is give me ideas for how to improve them to use them in my class.
EXCELLENT VIDEO: Comcast Newsmakers: Digital Citizenship
http://www.youtube.com/watch?feature=player_embedded&v=i8c9EAqNFC4
Family Online Safety Institute:
Excellent discussion framework and springboard!!!!! I will definitely use this video!!
Module 2: Assignment Answers
1. The first thing I am going to do to teach my students to follow the rules and laws pertaining to copyright and fair use is to narrow my focus and begin with two specific areas:
1. Teacher Education Plan [Developing]
a. Ask my principal for some of the staff development time at the beginning of next school year.
~ Have classroom posters of Copyright Law and Fair Use made [Mod. 2 reading assignment; pt. out amts and length of use terms]
~ Share and discuss 10 Myths article and License to Steal? articles
~ Discuss work, book, and PPT by Renee Hobbs on Copyright Clarity [ordered her book online today, should be here next week]
~ Share PPT Fair Use Provision of the Copyright Law and Fair(y) Tale video
~ Share some of the Scenarios for Interenet Ethics and have staff role-play and offer answers after the day's 'lesson'
~ [It would be great to: Spend time this summer mapping out basics for each grade level as what to expect/cover for themselves as teachers and basically what they should know for dealing with their age student. This should be in outline/checkoff (?) form, but definitely broken into two different segments: themselves and their students. Pass out these posters (?) and break up into grade level groups to review.]
~ Ask each teacher to hang posters in their rooms and commit at least some time at the beginning of the year reviewing the information with their students.
[Note: Next Module on Internet Safety- include this information also.]
2. Student Education Plan [Developing for Seventh & Eighth Tech. & Yrbk]
a. Beginning of year- Share, discuss, and actually teach what our AUP is and what the terms mean. Do not just hand it out and ask them to sign and return it. Ask C. if I can have the students receive their AUP in the packet, but then go over it with me in class and actually return the signed form to me. [Discuss how to change our student form with C. this spring. Part of my MERIT plan? Ask C.]
~ Have students share and discuss AUP with their parents as one of the first few homework assignments. [Create activities/handouts/WebQuests with some students this summer to share with their parents. Ask C. if summer school class or community service time? Hopefully somehow figure out a way to make the students accountable for having a conversation about the AUP, Internet Safety, and Cyberethics with their parents before they actually sign and return the forms.]
~ Add terms to the Internet Scavenger Hunt I already do.
~ Add Laura Kaemming, WebQuest from Cyberbee website. [Find out how to be able to use it.]
~ Discuss the "It's No Big Deal", "Everybody Does It", and "No One Will Ever Know" excuses used by students. Resources: Wired articles from WebQuest Module 2, music activities and examples on the Copyright Website.
~ Require students to teach about the above excuses in their Buddy CyberSafety PPT they make first quarter.
~ Projects to Keep for 2012-2013:
Buddy CyberSafety PPT: require my students to teach about the above excuses to their buddies.
Internet Scavenger Hunt: teach terminology; add AUP, cybersafety, etc.
Here's the Scoop: teach copyright use with embedding music and pictures into presentations
Gratitude Journals: review citations for copying text and quotes
Film Fest: Second semester, remind and review from previous projects
2. I will be incorporating so much of what I learned from this Module's reading into my teaching next year. I have spent time narrowing my projects to the five I like best. Then, within each project, I have targeted certain skills/terms etc. to focus on. As I go through the rest of the Modules, I plan on revisiting and revising this basic framework. This is completely new and updated information for me. This also gives me a basic framework for my final project.
3. The biggest surprise for me in this Module was how much I didn't (still do not) know! I appreciated your comments on how big the topic is and to narrow it down. They helped me focus and begin in a direction for planning. It was extremely difficult for me to get started on this Module's Assignment after completing the reading last week. I felt completely overwhelmed! I even considered dropping the class because I felt like I was in way over my head. Then I sat on it for a week and let the information percolate. Coming back to it yesterday and today I reread your comments and started with your ideas about having the students help write the AUP and maybe having them work on it in the summer. These gave me a place to start. Then with your caveats to focus and remember the only environment I can control is my classroom, I went ahead and sketched out rough drafts for the two main focus areas I want to teach about and be a model for. My final project may look very different from the above 'plan', but I feel good because now at least I feel like I have a direction.
Module 2 Reflection Questions:
1. How does this information on copyright correspond with what you already know and use in your classroom?
Parts of this information I knew: Using information for teaching was okay. Using something to teach and not to make money is okay. Parts were brand new information: i.e. that copyright does not have to be explicitly stated,
"All tangible, creative work are protected by copyright immediately upon creation";10) "They e-mailed me a copy, so I can post it."To have a copy is not to have the copyright. All the E-mail you write is copyrighted. However, E-mail is not, unless previously agreed, secret. So you can certainly report on what E-mail you are sent, and reveal what it says. You can even quote parts of it to demonstrate. Frankly, somebody who sues over an ordinary message would almost surely get no damages, because the message has no commercial value, but if you want to stay strictly in the law, you should ask first. On the other hand, don't go nuts if somebody posts E-mail you sent them. If it was an ordinary non-secret personal letter of minimal commercial value with no copyright notice (like 99.9% of all E-mail), you probably won't get any damages if you sue them. Note as well that, the law aside, keeping private correspondence private is a courtesy one should usually honour."
This is why the district office puts that disclaimer at the bottom of its emails!
10 Myths; that ideas cannot be copyrighted but are patented;
"Patent protects innovation. While you can't copyright an idea, you can patent one." Copyright website Homepage, pg. 1. Parts of this information I was thought I knew but was incorrect: What 'Fair Use' really is: Yes, using copyrighted work for teaching is Fair Use, but there are restrictions on this. See Fair Use a License to Steal article:
http://www.educationworld.com/a_curr/curr280b.shtml
2. How are you teaching your students about copyright? To be honest, I guess I haven't been 'teaching' them about copyright at all. I've been 'telling' them to not use anything without giving credit, that they cannot post anything without getting permission from the owner unless it is free domain, and I've told them not to plagiarize.
3. How do you model correct use of copyrighted materials in your classroom and in your daily life? I do not copy materials I am not suppose to, written or otherwise. I do not download music or movies illegally for my classroom or for my personal use. I try to give credit to authors whenever possible.
4. Do you observe violations of copyright law in your school or among your associates? If so, what violations have you noticed (perhaps as a result of reading the above materials), and how might you help people better understand copyright? The biggest violations I am guilty of are using too much copyrighted material/information for too long. I'm sure that other teachers are just as guilty. I am also guilty of many violations when forwarding emails, posting information on school websites, etc. Now what I'll have to do is evaluate. If the lesson is worth keeping, then I need to ask permission to use the materials. If not, then toss and quit using. As far as the staff goes. I think I'll talk to my principal about using one of our Staff Development days at the beginning of the school year to review both our district's AUP and current copyright law. The current laws surrounding email, websites, downloading, and length and amount of use will be areas of focus. Also, we need to distribute and discuss the Classroom Copyright Chart. [Discuss w/ C. about getting class posters made for school.]
5. Why do you think people violate copyright law? I know I have violated it because I was ignorant of it, and because it was easier to violate it than it was to ask permission. Neither of these excuses make it right.
6. Why do we have copyright laws? We have copyright laws so the people creating the materials can be fairly compensated for their work. These laws are a protection for the creators.
I wonder if you have students who, as a project, might be willing to write what they think a good AUP should be. --just a thought---This could help grow the policy organically.
- Find student written AUP's as examples? Google? Start from scratch? Too much! Timeline? Block Schedule/2x's wk; 100 days app. 50/blk; not enough if keep other projects. Toss what? Longer schedule? Year vs. semester? Ask C. about going yr vs. semester
Assignment #1 Comments:
Comments
Oh boy.. the AUP was written as a homework assignment for a teacher's class. I love it... It shows how aware/unaware the district administration was at that time re: the need for and AUP. The follow up on this is also classic--the disbanding of the technology committee, and the downloading of the county policy and changing the name. These definitely show the importance/lack of importance your district places on this policy. I've been working with districts in NC that are revising, rewriting their AUPs. All districts in NC are in the process of rewriting their Tech Plans which must include a newly revised AUP. They are working closely with teachnology coaches from the DPI (Department of Publich Instruction). As their Technology Enabled Learning Initiative coach I work with both the district teams and their DPI coaches. This has been a process that began last spring and should finish up this April with final sign-off/approval of the Tech Plan and AUP/RUP by both the districts' Boards and the DPI.
It's good that your Employee AUP is current (even if it is just copied from the county web site--I'm assuming the county folks put some careful thought into theirs), but the student one is much too out-of-date. I don't adivise that you unilaterally take on the revision of the student AUP for this course, or for the district. You might give input, however, based on what you are learning. It is so blatently obviouse to me that the district only has an AUP because it is required, not because they are willing to put any thought into appropriate technology use and keeping kids safe.
The only environment you can actually "control" is your classroom. I suggest that for this course you concentrate on what you can do within it. You might informally let others at your school know what you are learning and doing. Who knows you may generate some interest that way. In any case you can be a model for what to do even if it goes no further than your classroom. I'm suggesting the "thing globally, but act locally" model. Anyway, it looks like you may have already started being the squeaky wheel. You are so right about how meaningless what your district is doing is.
The concept that computers (or any technology tool) is merely a reward is so outdated. Throughout the country technology enabled curriculum and instruction is becoming the norm. I know that is the case here in North Carolina--even in poor rural districts that are a far cry from Silicon Valley. I use the word technology rather than computer, but I see districts encouraging and using smart phones, tables/iPads, etc., not just computers. Some districts are initiating 1:1 technology initiatives (carts in all classroom or for students to take home), and others are instituting BYOD (Bring your own devise) initiatives.
I find it interesting that you say your district is not negative or dis-empowering, but the policy is... That is a HUGE disconnect.
It seems to me, that as a technogy teacher (even one who has not signed the AUP) you have a wonderful opportunity to help your students be safe/ethical users on all technologies as well as understand the document (policy) they are supposed to have signed. I wonder if you have students who, as a project, might be willing to write what they think a good AUP should be. --just a thought---This could help grow the policy organically.
In general, I can see that you are really taking the materials in Module 1 to heart, and are grappling with what to do. You are doing great work with your students toward helping them understand the AUP or what should be in it. I love all the things you are already doing. Please share these in our discussion with others in the course.
Module 2 Notes:
Good powerpoint on copyright. I need to show this to C./ show at staff? (Fix grammar and usage errors b4 sharing) and write it up for tech. class- 7th, beg. of year, imbed to Inter. Safety Buddy Proj. Wkwith E. on 7th and 8th writing / tie in Apple's itunes and how some artists won't allow their work to be sold on itunes for reasons in slide #4
"Protects creator’s right to be compensated and to control how the work is used"
"All tangible, creative work are protected by copyright immediately upon creation" look up timeline- pending copyright?
"Quoting or crediting the author does not satisfy copyright requirements" I'm toast!!!! Find out what this means! Seems slide #6 contradicts this a bit- find out before I use! Ask Linda if this powerpoint can be used/edited for staff?
EXCELLENT ARTICLE!!!!! SHARE AT STAFF MTG. 10 Myths About Copyright Explained by Brad Templeton: "It is true that a notice strengthens the protection, by warning people, and by allowing one to get more and different damages, but it is not necessary. If it looks copyrighted, you should assume it is. This applies to pictures, too. You may not scan pictures from magazines and post them to the net, and if you come upon something unknown, you shouldn't post that either."
The correct form for a notice is:
"Copyright [dates] by [author/owner]" You can use C in a circle © instead of "Copyright" but "(C)" has never been given legal force. The phrase "All Rights Reserved" used to be required in some nations but is now not legally needed most places. In some countries it may help preserve some of the "moral rights."
2) "If I don't charge for it, it's not a violation."False. Whether you charge can affect the damages awarded in court, but that's main difference under the law. It's still a violation if you give it away -- and there can still be serious damages if you hurt the commercial value of the property. There is a USA exception for personal copying of music, which is not a violation, though courts seem to have said that doesn't include widescale anonymous personal copying as Napster. If the work has no commercial value, the violation is mostly technical and is unlikely to result in legal action. Fair use determinations (see below) do sometimes depend on the involvement of money. ?So can my students use music they bought on itunes in the movies they produce?
usenet
Discuss 'implementing in AUP in our classrooms' w/ current copyright violations on campus
"It is important to remember that when it comes to the law, computers never make copies, only human beings make copies. Computers are given commands, not permission. Only people can be given permission. Furthermore it is very difficult for an implicit licence to supersede an explicitly stated licence that the copier was aware of."
"Note that all this assumes the poster had the right to post the item in the first place. If the poster didn't, then all the copies are pirated, and no implied licence or theoretical reduction of the copyright can take place."
Note that granting something to the public domain is a complete abandonment of all rights. You can't make something "PD for non-commercial use."
"If your work is PD, other people can even modify one byte and put their name on it. You might want to look into Creative Commons style licences if you want to grant wide rights."
Fair Use!
"The "fair use" exemption to (U.S.) copyright law was created to allow things such as commentary, parody, news reporting, research and education about copyrighted works without the permission of the author. That's vital so that copyright law doesn't block your freedom to express your own works -- only the ability to appropriate other people's. Intent, and damage to the commercial value of the work are important considerations. Are you reproducing an article from the New York Times because you needed to in order to criticise the quality of the New York Times, or because you couldn't find time to write your own story, or didn't want your readers to have to register at the New York Times web site? The first is probably fair use, the others probably aren't.
Fair use is generally a short excerpt and almost always attributed. (One should not use much more of the work than is needed to make the commentary.) It should not harm the commercial value of the work -- in the sense of people no longer needing to buy it (which is another reason why reproduction of the entire work is a problem.) Famously, copying just 300 words from Gerald Ford's 200,000 word memoir for a magazine article was ruled as not fair use, in spite of it being very newsworthy, because it was the most important 300 words -- why he pardoned Nixon."
"DMCA Alert!
Copyright law was recently amended by the Digital Millennium Copyright Act which changed net copyright in many ways. In particular, it put all sorts of legal strength behind copy-protection systems, making programs illegal and reducing the reality of fair use rights."The way "fair use" works is you get sued for copyright infringement, and you admit you did copy, but that your copying was a fair use. A subjective judgment on, among other things, your goals, is then made."
"Copyright violation is civil not criminal law- get sued, not taken to court"
"Time past, ClariNet published the very funny Dave Barry column to a large and appreciative Usenet audience for a fee, but some person didn't ask, and forwarded it to a mailing list, got caught, and the newspaper chain that employs Dave Barry pulled the column from the net, pissing off everybody who enjoyed it. Even if you can't think of how the author or owner gets hurt, think about the fact that piracy on the net hurts everybody who wants a chance to use this wonderful new technology to do more than read other people's flamewars."
"10) "They e-mailed me a copy, so I can post it."To have a copy is not to have the copyright. All the E-mail you write is copyrighted. However, E-mail is not, unless previously agreed, secret. So you can certainly report on what E-mail you are sent, and reveal what it says. You can even quote parts of it to demonstrate. Frankly, somebody who sues over an ordinary message would almost surely get no damages, because the message has no commercial value, but if you want to stay strictly in the law, you should ask first. On the other hand, don't go nuts if somebody posts E-mail you sent them. If it was an ordinary non-secret personal letter of minimal commercial value with no copyright notice (like 99.9% of all E-mail), you probably won't get any damages if you sue them. Note as well that, the law aside, keeping private correspondence private is a courtesy one should usually honour."
This is why the district office puts that disclaimer at the bottom of its emails!
"In Summary
"
The DMCA also changed the liability outlook for ISPs in major ways, many of them quite troublesome.
Linking
Might it be a violation just to link to a web page? That's not a myth, it's undecided, but I have written some discussion of linking rights issues.""This article was originally composed in 1994. The latest revision was in October 2008." See if these are still correct in 2012! Probably just more strict!
A Fair(y) Use Tale: Video on YouTube. Very, very clever!! Raises a lot of questions. Possibly use at beginning of semester(s). [Good to use at beginning of year. Intro. vocab., etc. Will give students enough information to be able to ask questions. Create online worksheet to go with this summer. Add to To Do List]
Copyright with Cyberbee:
If you want a cool Web-based tool for your students to use to create bibliographies from email citations to Web sites, check out NoodleTools Quick Citation. [To Do: Show this to T. and E.]
http://questgarden.com/01/23/4/050912181016/process.htm
Have students DO this WebQuest!
[Use this copyright website in class] http://www.benedict.com/Default.aspx
[Use Fair Use Visualizer with kids in class]
[Look up heuristics]
"Patent protects innovation. While you can't copyright an idea, you can patent one." Copyright website Homepage, pg. 1.
Impt. Pt: "Copyright happens automatically as soon as a copy of the work is created. Just because you don't see the copyright symbol doesn't mean the work is "public domain" ( you have the right to use it freely) In fact, the opposite is usually true." Copyright WebQuest by Laura Kaemming, © 2001
Have students read the Wired articles listed in WebQuest. [See if more recent examples exist. Pass out copies at BTSN?]
Pick and choose some Zippy Scenarios for Teaching Internet Ethics, scenarios to use in class.
Module 1:
Warm-up: I obtained a copy of my district's Acceptable or Responsible Use Plan for review during this module. When I did this, I found that our district actually has two separate Use Plans. We have one plan that is for "Employee, Volunteer, and Guest Use of Technology" and one that is in our packet of handouts that goes home to students in the fall entitled "Student Use of Technology". The second is just one page and very basic in nature.
I have read both plans, and at this point have no idea how I will even a little bit, let alone best teach our students and their parents about this plan. As I sit right now, I'm hoping I get some ideas from your videos I'm going to watch, the reading I'm going to do, and from reading the other lessons, etc. posted from the students in this class. If these do not work, then I am up a creek without a paddle! :)
Reading:
District's last update: The Employee AUP says it was approved on 8/30/11. Because we just approved this policy, we have not revised it yet. Perhaps it will be revised every other year or so. I'll have to check with our superintendent to see what the schedule is for revision. The Student AUP has no date posted, however when I talked with our IT director, he said that form was written seven or eight years ago, and has never been revised. He also said that at this point there is no plan to update it unless I wanted to do something because of this class I am taking! He said parents pretty much just read and sign it every year without any hassle, and that it hasn't been a problem thus far.
Child safety and cyber-bullying provisions: In the Employee AUP, the definition of 'Unacceptable Use' includes accessing pornography, using the network in a manner inconsistent with other student policies and codes of conduct, and using the network or email to distribute student information. There is also a whole disclaimer section that basically says 'Use everything at your own risk; we are not responsible for anything negative you might ever think or do because of what you did, saw, or learned while on the district's computers or electronic mail.'
The majority of the Student AUP is focused on child safety and cyber-bullying issues. It refers to the school rules discussed in our student handbook as being in effect whenever technology is accessed. It also talks about parents being responsible for making sure their students understand the school rules as stated in the student handbook. There is also a passage stating " Never transmit personal information such as addresses, phone numbers, or pictures of yourself or anyone else. Never agree to meet someone you met online except as part of a school sanctioned event." As far as cyber-bullying is concerned, it is never specifically mentioned, but it states to "Never trespass into the files, folders, or disks belonging to other network users." (Just having the word 'disks' in that sentence shows how old this policy really is! Ha!)
Copyright, plagiarism, and validity of resources: The Employee AUP states 'Acceptable Use . . . does not violate relevant state or federal laws or regulations, and not infringement on copyrighted materials.' There is also a reference that 'Netiquette includes respect for copyrighted materials and private information.' There is no direct reference to plagiarism or validity of resources in either the Employee AUP or the Student AUP for my district.
Is AUP proactive or reactive? I would say that both the Employee and Student AUP for my district are reactive in nature. They are for the most part a list of rules and consequences for breaking the rules. Both policies begin with a simple 'How useful technology is' statement, but then go on to list all the ways you will be hammered if you step out of line.
Signature: The AUP for both the employees and students require a signature for use. Apparently, Employees are supposed to sign the agreement at the beginning of the school year, however, because this is the first year this has been required, I am not sure how it worked out. I know I have not yet signed and returned mine because I had some problems with a few of the statements in the policy. Consequently, I am not supposed to be able to access any electronic material etc. until I do sign the policy, but as I teach technology, it is very difficult to not access electronic materials. I discussed this Catch-22 with my supervisor, and was told that because this is the pilot year for this policy, the district was going to be lenient on the required signature. We'll have to wait and see what happens next year. The students, however, must return the signed form before they are allowed to do anything fun, i.e. go to the Back-to-School Dance. This rule has been strictly enforced for many years now.
AUP understood by all: I believe that with the amount of news and media coverage circulated about inappropriate electronic materials use today, that most parents and teachers are well versed on the basics of internet safety and appropriate usage in general, and our policies specifically, and after reading our district's policies, I believe that while they are quiet punitive in nature, they are not difficult to comprehend or overly wordy. These two factors make them likely to be both read and, hopefully, understood by the majority of the adults in our school community.
Students' understanding is a different matter, however. I feel that while the students in our district are very bright and capable of understanding the policies, they probably do not. If you asked them true and false questions, they would probably answer the majority correctly, however, watching and listening to them on their phones, emails, etc. I know first-hand they are not safe most of the time. They share or lose their passwords, they talk too much and share too many private items on Facebook or wherever, and they basically live in the same 'nothing will happen to me' bubble that they drive in when they get their licenses. This belief that nothing bad will ever actually touch them is a barrier I do not know how to scale when addressing the dangers of the internet. So while I believe they 'know' the policies enough to answer correctly when asked a direct question, I also believe they do not 'know' the heart of the policies, or their true nature and intent, well enough to actually apply them to their own lives.
Revision committee members: We do not have any such committee as yet. It has not been required up to this point, however, knowing our district's history, I can safely assume that yes, there will be a committee to revise the AUP when needed, and that teachers, students, and parents will be on the committee as this is our usual modus operandi. Time will tell . . .
Wayne County AUP's: This AUP is one that I will probably download and show to my principal as a place to start. We are looking into providing technology to students on a 'loan' basis, and this document looks like one that could be easily fine-tuned to fit our needs. I also liked the detail in the Moorseville, NC AUP, however, it was almost too detailed. I'm not sure many parents, family, or students would actually read and think about what it says all the way through. Maybe less is more in a situation like this. Something to think about.
Video Notes: The Northern Grid: eSafety in Schools: Simon Finch: AUP's need to be, "Grown organically and reviewed constantly."
If we just find a policy on the web, change the name and then use it, it will not work because ultimately it will not contain the practices from our school being modeled in the policies written. We have to know our practices first, and then write policies to match them. That will be an AUP that is a living, usable document. This point is very pertinent to my situation, as the students make documentary film projects on current teen issues, and much of the material they look at and review to produce their videos technically is in violation of many AUP's, but because the students are doing exactly what the assignment calls for, they are actually not in any violation. This is exactly the type of situation that Mr. Finch was referring to in the video. If our school doesn't 'own' the document, we are never going to adhere to its contents. Owning and adhering to it
Significant parties involved in its construction and maintenance: parents, students, young, old, and experienced teachers, etc. Meet regularly at the beginning and until your team feels it reflects the way you want it to work. Without ownership, no one will use or adopt the policy.
Acceptable Use Policy has to be acceptable in terms of: standards, behaviors, and work practices
Policies, practices, training, and infrastructure.
Need "practices that model the policies"
Techno Tips: Acceptable Use Guidelines:
Good reminder tips, but too fast! Had to replay to read it all. Good idea to possibly for tech class to make similar movies.
An Introduction to MISD's Acceptable Use Policies: Good information, but SOOOOO boring!!! The best part of the movie was the ethics part- I never thought about the bandwidth (sp?) issue. Uploading to doc files? downloading during non-peak hours: these were the pertinent parts for me because they were new. The other parts were review, so the mode of transportation was so dull- just watching the man speak and then flashing powerpoint rules. I would not use this method with students. Three minutes seemed like a lifetime.